{Process of Assessment Validation for VET Providers across Australia's training sector -

Overview

Training Organisations are responsible for various tasks post-registration, like yearly declarations, AVETMISS data submission, and advertising compliance. Among these tasks, validation of assessments is particularly challenging. While validation has been reviewed in multiple posts, let's return to the basics. ASQA describes validation of assessments as a quality review of the evaluation process.

In essence, validation of assessments is about identifying which parts of an RTO's assessment process are effective and which need improvement. With a proper grasp of its key aspects, validation becomes less daunting. According to Clause 1.8 of the SRTOs 2015 regulations, RTOs must ensure their assessment systems, including RPL, meet the training package requirements and are conducted according to the Principles of Assessment and Rules of Evidence.

The rules mandate two forms of validation. The initial type of validation of assessments checks conformity with the training package assessment requirements within your RTO's scope. The subsequent validation verifies that assessments adhere to the Principles of Assessment and rules of evidence. This suggests that validation is carried out pre- and post-assessment. This article will focus on the primary type—assessment tool validation.

Two Types of Assessment Validation

- Assessment Tool Validation: Referred to as pre-assessment validation or verification, involves the first part of the regulation, aimed at compliance with all unit requirements.
- Post-Assessment Validation: Deals with the conduct, guaranteeing that RTO assessments adhere to the Principles of Assessment and Rules of Evidence.

Methods for Conducting Assessment Tool Validation

When Should Assessment Tool Validation Be Conducted?

The aim of validating assessment tools is to verify that all components, performance standards, and performance and knowledge evidence are addressed by your evaluation tools. Therefore, whenever you purchase new training materials, you must conduct validation of assessment tools before allowing students to use them. There's no need to wait for your next five-year validation cycle. Check new materials immediately to confirm they are suitable for student use.

Nevertheless, this isn't the only reason to conduct this type of validation. Conduct assessment tool validation also when you:

- Upgrade your resources
- Integrate new training products on scope
- Audit your course with training product updates
- Recognise your learning resources as a risk during your risk assessment

ASQA uses a risk-based approach for regulating RTOs and requires regular risk assessments. Therefore, student complaints about learning resources are an ideal time to conduct assessment tool validation.

Training Products Requiring Validation

Note that this validation guarantees adherence of all learning resources before use. All RTOs must validate training products for each unit.

Necessary Resources for Assessment Tool Validation

To start assessment tool validation, you will need the complete set of your educational resources:

- Mapping Tool: The first document to review. It indicates which assessment tasks meet unit requirements, helping with faster validation.
- Student Workbook: Ensure it is suitable as an assessment tool during validation. Check if guidelines are clear and input fields are sufficient. This is a common issue.
- Assessor Guide/Marking Guide: Also verify if instructions for evaluators are sufficient and if clear criteria for each assessment item check here are provided. Clear benchmarks are crucial for reliable evaluation results.
- Other Related Resources: These may include evaluation checklists, logs, and forms designed separately from the learner workbook and evaluation guide. Validate these to ensure they fit the evaluation task and meet unit requirements.

Panel for Validation

Clause 1.11 specifies the requirements for validation panel members. It states validation can be performed by one or more people. However, RTOs usually ask all trainers and evaluators to participate, sometimes including field experts.

Collectively, your assessment validation panel must have:

- Workplace Competencies and Up-to-date Industry Skills relevant to the unit under validation.
- Current Knowledge and Skills in Vocational Teaching and Learning.
- Either of the following training and assessment credentials:
- Certificate IV in Training and Assessment TAE40116 or its successor.

Principles Guiding Assessment

- Equity: Is equal opportunity and access provided to everyone in the assessment process?
- Flexibility: Are there multiple ways to demonstrate competence, accommodating different needs and preferences?
- Relevance: Is the assessment an accurate tool for evaluating the required skills and knowledge?
- Consistency: Are the assessment results consistent regardless of who conducts the training?

Guidelines for Evidence

- Validity: Is the evidence relevant to the skills, knowledge, and attributes described in the unit of competency?
- Adequacy: Is there enough evidence to ensure that the learner has the skills and knowledge required?
- Originality: Is the evidence genuine and truly representative of the candidate's abilities?
- Currency: Is the evidence up-to-date with current industry practices?

Key Considerations for Assessment Validation

Pay attention to the verbs in the unit criteria and ensure they are addressed by the evaluation task. For example, in the unit CHCECE032 Baby and Toddler Care, one performance criteria asks students to:

- Change diapers
- Feed babies with bottles and clean equipment
- Prepare and give solid food to babies
- React suitably to baby signals and cues
- Prepare babies for sleep and help them settle
- Monitor and encourage age-appropriate physical exploration and gross motor skills

Frequent Errors

Having students describe the nappy-changing process for babies under 12 months old doesn’t directly meet the unit requirement. Unless the unit requirement is meant to assess theoretical understanding (i.e., knowledge evidence), students should be doing the tasks.

Watch Out for the Plurals!

Pay attention to the quantities. In our example, one of the unit requirements of CHCECE032 requires the students to complete the tasks at least once on two different babies under 12 months of age. Having students complete the tasks listed twice on just one baby does not fulfill the requirement.

Full Competence or Not Competent

Pay attention to itemized requirements. As mentioned earlier, if students do not complete all the tasks listed, it’s not compliant. Each assessment task must meet all specifications, or the student is not competent, and the evaluation tool is not compliant.

Can You Be More Specific?

Each evaluation task must have clear and specific reference answers to guide the evaluator’s decision on the student’s competence. Therefore, it’s crucial that your directions do not baffle students or evaluators.

Steer Clear of Double-Barrelled Questions

Not using double-barrelled questions makes it more straightforward for students to respond and for trainers to accurately judge student competence.

Assurance During Audits

Considering these requirements, you might wonder, “Don't resource developers provide audit guarantees?” However, with these promises, you must wait for an audit before they assist with noncompliance. This affects your compliance history, so it's better to take a proactive and compliant approach.

By following these recommendations and understanding the assessment principles and evidence rules, you can ensure that your assessment tools are reliable with the requirements set by ASQA and the SRTOs 2015.

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